International Journal of Management Education最新文献

{"title":"\"A great adventure in both teaching and learning\" – Teacher identity and innovative responsible management education pedagogies in Business Schools","authors":"Natascha Radclyffe-Thomas ,&nbsp;Marina Schmitz ,&nbsp;Tim Breitbarth ,&nbsp;Toloue Miandar ,&nbsp;Maria Pietrzak ,&nbsp;Samuel Petros Sebhatu ,&nbsp;Ana Simaens","doi":"10.1016/j.ijme.2025.101142","DOIUrl":"10.1016/j.ijme.2025.101142","url":null,"abstract":"<div><div>This self-reference case study reports on applying teacher identity as a lens to examine the intentions and experiences of a group of business school pedagogy experts convened from the eight European regional chapters of the United Nations initiative Principles for Responsible Management Education (PRME) to support the Impactful Five (i5) project as an Expert Pedagogy Group (ExPeG). This paper introduces PRME, the i5 project in general and the concerted European approach. We discuss how Education for Sustainable Development (ESD) has demanded the need for innovative teaching, setting out some thoughts on the role of management educators as leaders and the concept of teacher identity and how these might link to the establishment of Communities of Practice (CoP) in the context of contemporary management education. Against this backdrop, we offer a snapshot of the teacher identity of educators heavily involved in an innovative ESD project over a period of approximately two years from 2022 to 2024, examining what motivates busy Business School teachers to join voluntary Responsible Management Education (RME) pedagogic initiatives and what, if any, impact does involvement with PRME i5 have on teachers’ professional identity.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101142"},"PeriodicalIF":6.0,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144071587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fostering undergraduate accounting students’ educational attainment through CT-enhanced collaborative project-based learning","authors":"Ting-Ting Wu ,&nbsp;Noviati Aning Rizki Mustika Sari ,&nbsp;Anindya Prasisca Rena Zhetira Putri ,&nbsp;Hong-Ren Chen ,&nbsp;Yueh-Min Huang","doi":"10.1016/j.ijme.2025.101195","DOIUrl":"10.1016/j.ijme.2025.101195","url":null,"abstract":"<div><div>Reports suggest that revolutionary instructional approaches are required to effectively cultivate essential competencies in students as automation takes over traditional accounting education. Collaborative project-based learning (CPjBL) serves as an alternative educational approach that helps develop essential accounting competencies. Nonetheless, its shortcomings in execution continue to be debated. Consequently, the computational thinking (CT) concept is proposed to facilitate the implementation of CPjBL. This research seeks to investigate the integration of the CT concept into CPjBL among undergraduate accounting students, focusing on educational attainment, such as engagement and achievement. A mixed-methods approach was utilized, incorporating a quantitative quasi-experimental design and qualitative semi-structured interviews. The control group comprised 23 students, while the experimental group included 24 students. The control group engaged in conventional CPjBL, whereas the experimental group participated in CT-enhanced CPjBL. All individuals are enrolled in the undergraduate accounting program at an Indonesian private university. Data were collected using a questionnaire and student scores. The results indicate that CT-enhanced CPBL demonstrated a more favorable effect on fostering student educational attainment compared to conventional CPjBL. The outcomes of this research may advance theories and practices related to the recent investigation of CT utilization as a paradigm within CPjBL, benefiting educators and educational institutions.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101195"},"PeriodicalIF":6.0,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144071585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How to promote playful study design, study engagement and creativity in higher Education: The role of study and personal resources","authors":"Maike Liu ,&nbsp;Xiayu Tong ,&nbsp;Jun Qi ,&nbsp;Wenjun Cai","doi":"10.1016/j.ijme.2025.101196","DOIUrl":"10.1016/j.ijme.2025.101196","url":null,"abstract":"<div><div>Although the importance of playful study design for fostering students' study engagement and creativity has been recognized, empirical research on its antecedents and consequences remains limited. Drawing upon proactive motivation theory, this study develops an integrative model to examine the factors influencing students' playful study design and its consequences within higher education. Participants were 213 students from a university in China, school of management, who filled out two questionnaires administered with one month in between. As hypothesized, the results showed that autonomy support, as a study resource, provided “reason to” motivation for playful study design, while psychological capital, as a personal resource, offered “can do” motivation. Both factors significantly promoted designing fun and designing competition. Furthermore, “can do” motivation enhances the effect of “reason to” motivation in such a way that students with high autonomy support and high psychological capital acted most often in playful study design. In turn, designing fun directly and indirectly fostered students’ self-perceived creativity by enhancing study engagement. These findings contribute novel insights into how to promote playful study design, study engagement, and self-perceived creativity and offer practical implications for optimizing the study environment in higher education.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101196"},"PeriodicalIF":6.0,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144071586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Towards student-centric learning approaches for responsible management education: The relevance of PRME business schools","authors":"João Henrique Paulino Pires Eustachio ,&nbsp;Maria Laura Salomão David ,&nbsp;Hoe Chin Goi ,&nbsp;Marina Lourenção ,&nbsp;José Eduardo Pires de Oliveira ,&nbsp;Lara Leticia Donegá Carreira ,&nbsp;Amanda Lange Salvia ,&nbsp;Daiane Reis Silva ,&nbsp;Marcelo Silveira Borges de Oliveira ,&nbsp;Caterina Baars ,&nbsp;Adriana Cristina Ferreira Caldana","doi":"10.1016/j.ijme.2025.101194","DOIUrl":"10.1016/j.ijme.2025.101194","url":null,"abstract":"<div><div>Higher education institutions (HEIs) play a pivotal role in advancing the Sustainable Development Goals (SDGs) by fostering innovation, knowledge dissemination, and leadership in sustainability. Business schools, as incubators for future leaders, equip students with the competencies needed to address global sustainability challenges through responsible management education. Launched in 2023, the i5 PRME (Impactful Five, Principles for Responsible Management Education) initiative highlights the importance of innovative pedagogical approaches in embedding sustainability principles within business education. This study examines how 969 business school educators across 104 countries integrate sustainability concepts and employ student-centric teaching methodologies to enhance learning outcomes, investigating the research question: To what extent do business school educators—particularly those affiliated with PRME signatory institutions—adopt student-centric and innovative teaching methodologies to embed sustainability into their curricula? A mixed-method approach integrating bibliometric analysis, descriptive statistics, and theoretical framework development was employed, resulting in the identification of five key research strands on sustainable development pedagogies and offering directions for future inquiry. Findings show that PRME signatory business schools adopt interactive, experiential learning techniques more than their non-PRME counterparts, contributing to a more dynamic and impactful sustainability education. The study stresses PRME's role in bridging education gaps, refining classroom strategies, fostering curriculum innovation, supporting faculty development, encouraging peer learning, and strengthening institutional sustainability commitments. Additionally, it highlights the need for continuous research and policy reforms to further embed sustainability across business education curricula worldwide, ensuring future leaders are well-equipped to drive sustainable transformation in various sectors.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101194"},"PeriodicalIF":6.0,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144068542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From math aversion to effective integration: Theoretical framework for building quantitative skills in Economics and Business students","authors":"Yeray Rodríguez Rincón ,&nbsp;Ana Munárriz","doi":"10.1016/j.ijme.2025.101193","DOIUrl":"10.1016/j.ijme.2025.101193","url":null,"abstract":"<div><div>This study proposes a novel theoretical framework that systematically integrates the cognitive-affective factors evidenced in academic literature—math anxiety, math self-efficacy, math identity, and perceived mathematical utility—which enhance the development of quantitative skills (QS) in Economics and Business students. The proposed framework structures a progression based on four formative developmental stages: Identification, Recognition, Transfer, and Integration.</div><div>To facilitate practical application, a self-assessment tool characterizes and diagnoses each student's QS development level. Additionally, a set of instructional strategies based on existing literature supports the design of targeted didactic interventions, fostering resilience, confidence, and engagement with quantitative methods.</div><div>Both the theoretical framework and the self-assessment tool have been validated by an expert panel using the Modified Delphi Method. The panel of experts confirmed the clarity and coherence of the proposed model as a tool for diagnosing QS development and guiding effective instructional interventions.</div><div>Beyond its classroom application, this model serves as a foundation for curriculum design, offering a theoretical framework to support the structuring of pathways for the progressive development of quantitative skills throughout the academic journey. By addressing both cognitive and affective factors, this study contributes to an innovative approach that helps bridge the gap between theoretical research and practical implementation.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101193"},"PeriodicalIF":6.0,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143947310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning to learn differently: Studio-based education for responsible management","authors":"Annmarie Ryan ,&nbsp;Catherine Morel ,&nbsp;Jennifer Goodman ,&nbsp;Jan Hermes ,&nbsp;Mohsin Abdur Rehman ,&nbsp;Céline Louche ,&nbsp;Anne Keranen ,&nbsp;Mari Juntunen","doi":"10.1016/j.ijme.2025.101177","DOIUrl":"10.1016/j.ijme.2025.101177","url":null,"abstract":"<div><div>The pressing need to address the Sustainable Development Goals (SDGs) in business education demands a shift from traditional teaching methods toward design-inspired pedagogical models. This paper introduces <em>a specific pedagogical innovation, that is,</em> a Design for Iteration (DFI) strategy embedded within a studio-based learning environment, developed through a cross-institutional partnership to educate future business leaders. The studio model emphasizes experiential, visual, and iterative learning processes such as the ‘crit’, prototyping, and peer-led feedback. Anchored in a heutagogical (self-determined) approach, this innovation moves beyond isolated creative exercises toward sustained engagement with complex, real-world sustainability challenges. Drawing on qualitative data from the implementation of the EULab Nantes studio, the paper explores how iterative, practice-based learning develops critical skills in adaptive thinking, problem-framing, collaboration, and system-level inquiry. The findings underscore the role of socio-materiality and peer-led sense-making in shaping meaningful learning and identifies the studio as a space for cultivating the mindsets and capabilities central to responsible management and sustainability education. By foregrounding the studio as a site for prototyping sustainable market futures, the paper contributes to reimagining business schools as platforms for transformative sustainability learning.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101177"},"PeriodicalIF":6.0,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143942237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Empowering entrepreneurs: A gender-sensitive examination of experiential Learning's impact on entrepreneurial intention through self-efficacy and attitude","authors":"Mohit Taneja ,&nbsp;Ravi Kiran ,&nbsp;S.C. Bose","doi":"10.1016/j.ijme.2025.101192","DOIUrl":"10.1016/j.ijme.2025.101192","url":null,"abstract":"<div><div>This study examines the gender-related connections among experiential learning, entrepreneurial self-efficacy, entrepreneurial attitude, and entrepreneurial intention within Indian higher education contexts. Students enrolled in entrepreneurship courses provided primary data collated through a structured questionnaire. A total of 1200 students were contacted, and 669 valid responses were obtained, providing a response rate of 55.75 percent. Partial least squares structural equation modeling was used to assess the associations between experiential learning, entrepreneurial self-efficacy, entrepreneurial attitude, and entrepreneurial intention. The results suggest that entrepreneurial intentions are directly related with experiential learning and entrepreneurial attitude in both genders. Additionally, for both sexes, the indirect effect of entrepreneurial self-efficacy between entrepreneurial intentions and experiential learning was significant and stronger than its direct effect. It was specifically observed that male students exhibited relatively greater entrepreneurial aspirations as measured by entrepreneurial self-efficacy, in comparison to their female counterparts. One could posit that gender considerations should be incorporated into entrepreneurial policies. Furthermore, the formulation of policies ought to be such that they bolster the vulnerabilities of a specific gender.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101192"},"PeriodicalIF":6.0,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143942235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Innovating active learning through critical pedagogy for gender Equality: Rethinking healthcare management education in an unsupportive context","authors":"Elif İlhan ,&nbsp;Cihat Erbil ,&nbsp;Mehtap Çakmak Barsbay","doi":"10.1016/j.ijme.2025.101191","DOIUrl":"10.1016/j.ijme.2025.101191","url":null,"abstract":"<div><div>In this study, we seek to understand how active learning can be designed to promote gender equality in healthcare management education within an unsupportive context. Gender inequality is an overwhelming issue because females are still restrained by the cultural norms that hinder them from advancing into leadership positions. We introduce critical pedagogy as part of the healthcare management course based on active learning to encourage students to critique and subvert normative gender expectations. Through qualitative interviews with 16 female professionals who had completed the course based on active learning, we identified two key challenges: internalised gender-normative views on educational practices and structural barriers to inclusive educational practices. We propose that inclusive practices in education can be achieved with the combined use of critical pedagogies and active learning, turning resistance into an opportunity to broaden practice. Our approach outlines a way for forward-thinking educators and policy-makers to bring about equality and inclusion in the workforce, specifically regarding women in managerial roles within healthcare organisations.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101191"},"PeriodicalIF":6.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143891766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The evolution of online learning and engagement in management education during disruption: A paradoxical view","authors":"Jaclyn Perrmann-Graham ,&nbsp;Daniel M. Peat ,&nbsp;Amanda Christensen-Salem ,&nbsp;Fred O. Walumbwa","doi":"10.1016/j.ijme.2025.101190","DOIUrl":"10.1016/j.ijme.2025.101190","url":null,"abstract":"<div><div>In business and management education, engaging students in online courses is essential for teaching them to manage effectively in an increasingly global, virtual world. Yet, many online business courses struggle to sustain meaningful engagement, as learners often report feelings of isolation, decreased motivation, and a lack of interaction, posing challenges for instructors and students in achieving optimal outcomes. These challenges are exacerbated by a lack of studies examining the changing nature of engagement in business courses over time. This study draws on self-determination theory (SDT) to explore the evolution of student engagement in business and management programs through autonomy, competence, and relatedness in online environments before, during, and after the COVID-19 pandemic. Utilizing a sample of over 400 business students from 14 universities across four countries, we find a paradox between the desire for social connection and the need for autonomy and flexibility. Our study contributes to business and management education by providing a longitudinal understanding of how online engagement has evolved. We offer practical insights to help educators design online courses that enhance autonomy, competence, and relatedness, aligning student engagement with the evolving demands of virtual business environments.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101190"},"PeriodicalIF":6.0,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143883250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Looking for student success factors outside of the educators' scope: The effect of digital literacy, personal skills, and learning habits and conditions on self-evaluated online learning effectiveness in management education","authors":"Balázs Vaszkun,&nbsp;Katalin Mihalkov Szakács","doi":"10.1016/j.ijme.2025.101188","DOIUrl":"10.1016/j.ijme.2025.101188","url":null,"abstract":"<div><div>The present study explored factors that significantly impact learning effectiveness in an online environment. Independent variables such as digital literacy, personal cognitive skills and attitudes (e.g., motivation), and online learning habits and conditions (student identity, time and task management, etc.) have been identified, studied in the literature, and measured with an online self-evaluated questionnaire. Based on our focus groups and the answers of 1447 bachelor students of four management programs, digital literacy, personal cognitive skills, and online learning habits and conditions all have a significant, positive effect on online learning effectiveness with various weights. The theoretical contribution is the weighted list of variables significantly impacting online learning effectiveness. The contribution to practice includes recommendations to students and educators on enhancing online learning effectiveness. Our results highlight the importance of learning habits and conditions and suggest a stronger focus on student identity in all online learning environments.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101188"},"PeriodicalIF":6.0,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143883249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}